The object of this study are the relations that the various Amerindian peoples establish with the schooling package that is offered to them, by looking at their current school educational proposals, conceived both as a right and as a public policy. Considering that each Indigenous group experiences the schooling institution in its own way, an ethnographic research was carried out as an instance of indigenous school education. The research problem proposed is: which aspects at Gwyra Pepo Guarani Indigenous State School may be considered innovative? The focalized hypothesis suggested the presence of dominant guiding principles for school practices, both Indigenous and non Indigenous, that could be reinvented, subverted, updated, strengthened. Carrying out an education that is different from, or that produces differences in regards to, the dominant principles was considered educational innovation. The result of this case study confirmed the hypothesis. It concludes that the Mbya from Tenonde Porã strive daily to produce transformative effects in some aspects of the dominant school model, managing their school in order to guarantee their rights, while working towards greater control of their relations with the surrounding society and trying to find resources for their village.
Este artigo apresenta algumas reflexões em torno do termo “escola indígena”. A investigação esforçou-se em identificar os aspectos considerados inovadores em uma experiência de escolarização de um coletivo indígena guarani. Procurar-se-á problematizar os modelos explicativos derivados das teorias consagradas ao contato interétnico, a partir de uma pesquisa etnográfica realizada entre os Guarani Mbya da capital paulista. Partindo de um campo de pesquisas que considera a escolarização de pessoas indígenas uma fronteira étnica, sugere-se aqui que a escola indígena é uma arma(dilha), um espaço de conflitos e redefinições, não necessariamente associada à construção identitária ou étnica.
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